designing and developing content part 2

Designing and Developing Curriculum 1

RUNNING HEAD: DESIGNING AND DEVELOPING CURRICULUM

Designing and Developing Curriculum or Instructional Content for Adult Learners, Part 2

Tiffany A. Simmons

Strayer University

May 29, 2011


The faculty at the local college has been asked to attend a workshop on Bloom’s

taxonomy. They may have heard of it before when undergoing teacher certification requirements

or they may have read about it in their instructor textbooks. Unfortunately, many of them may

not understand fully how to apply the taxonomy to their own classroom environments-thus, the

overreliance on lecturing and teaching for memorization. This course is designed to steer them

away from this sort of teaching and toward teaching that emphasizes “higher-level thinking.”

The course itself emphasized higher-level thinking, as the facilitator will not expect

participants to listen to a lecture and memorize certain pieces of information. Instead, the

facilitator will ask the faculty to complete a project-a re-design of their course syllabi to include

an activity that is geared toward higher-level thinking skills. The challenge is getting the faculty

to recognize that they are actually teaching the same way they have been taught or have been

taught to teach. The current thought in education no longer supports that teaching style; instead,

the focus is shifted toward the learner and not the teacher-and certainly not the content. With

that, faculty must be prepared to transform their learning environments from that of a teacher-

centered classroom to that of a learner-centered classroom, and the first step to doing that is to

teach them how to apply Bloom’s taxonomy to their instructional practices.

Previously, a content analysis and learning objectives were submitted to prepare for the

planning and implementation of the lesson. Within the body of this submission, the learning

objectives with associated learning activities and the lesson plan are included. These documents

are more specific about what will go on in the learning environment and what the faculty are

expected to do to demonstrate their learning. In this class, learners will discuss the taxonomy

and give their thoughts on what it could mean for their own instruction and what level they teach

to at the current moment. This could be potentially powerful information, if used the right way,


as it could inform what the professors and instructors perceive their possibilities to be.

Afterward, the professors and instructors will view a slideshow that offers helpful hints on

writing effective learning objectives and developing appropriate activities. The main focus will

be on key verbs, the action words that signal what level of thinking and learning the learner will

engage in. Using these key verbs, the professors and instructors will then design a learning

activity (complete with learning objectives with the appropriate key verbs) that engages their

classroom of learners and uses the higher-level thinking skills. The final draft of this activity is

due in to the dean’s office before the semester ends. The dean not only wants to be assured that

the participants are learning, but also wants to see something in writing that commits the

professors and teachers to using their learning.

In selecting an appropriate learning environment for the participants, it was decided that a

conference room equipped with smart technology (the overhead projector, Internet hook-ups for

laptop computers) would be most appropriate. That way, if multiple technologies (the

PowerPoint slide, online video, an overhead projector) were needed, the environment had the

equipment and means to support the technology. With regard to seating arrangements, the

tables were positioned so that each participant could see the projector and the presentation, and

have space and opportunity to interact with other participants, where appropriate. Special care

was also taken to ensure that there was plenty of light and adequate temperature controls so that

participants could be comfortable as they learned. The learning environment must be conducive

to learning so that each participant could give his or her maximum attention to the materials

being presented.

The Vice President of Academic Affairs and the new dean are committed to providing an

environment conducive to learning. Part of that commitment is ensuring that its faculty is


properly trained and up-to-date on current educational thought in order to deliver a quality

experience for the learner. This class (or workshop) is designed to accomplish the latter

objective, and in an indirect way, reinforce the former. As classroom environments change, and

educational theories evolve, the college must be prepared to meet the challenges and seek out

innovative ways to educate the faculty, as well as the learner.


Attachment ELearning Objectives with Associate Learning ActivitiesTo Apply Bloom’s Taxonomy of Cognitive Objectives

Learning Objectives Teaching Strategies Media and Materials Student Activities

Based on your understanding of Bloom’s taxonomy, distinguish between lower- and higher- level skills with 100% accuracy

Discuss lower-level and higher-level skills by showing a sample pyramid of Bloom’s taxonomy with the complete order listed

Ask professors and instructors which set of skills are currently being used in their own classrooms and what needs to be done to use more of the higher-level skills

Transparency

Graphic organizer

“Where am I teaching?” graphic organizer.

This organizer will ask the professor or instructor: what level am I teaching my students? Why? How can I teach them at a higher level? What do I need to know to get them there?

Have them share their perspectives and introduce the presentation on “Writing Instructional Objectives” and explain why it is important to their learning.

After viewing the presentation “Writing Instructional Objectives: Beginning with the End in Mind,” identify three key verbs for each level (higher-level only) with 100% accuracy

Present “Writing Instructional Objectives: Beginning with the End in Mind.”

Laptop computer and/or television that is technology-compatible to present slide show

Graphic organizer

Identify the key verbs as presented in the presentation, focusing on the higher-level skills in the taxonomy.

“Teaching at a higher level” graphic organizer.This organizer will ask: “what key verbs should I use to signal that I am teaching at a high level? What can I expect out of my students when I use these verbs?

Discuss expectations when teaching at the higher levels. What would be the difference between what is currently being taught and


what could be taught if the focus is shifted from the lower-level skills to the higher-level ones?

After discussion on higher-level thinking skills and key verbs, design an activity that emphasizes higher-ordered thinking skills using correct key verbs

The instructors will be asked to design their own classroom activity that uses higher-ordered thinking skills.

Pen and paper. Activity design: professors and instructors will design their own activity that emphasizes higher-ordered thinking skills. They must have used any of the key verbs that denote use of one or more of the skills.

This activity will form the basic structure of a proposal to be submitted to the dean.

After designing the activity, compose a proposal for the activity to be included in the course syllabus to be submitted to the dean before the end of the semester.

With the activity that they have designed, each professor or instructor may review and revise what they have done and submit the final proposal in the time frame specified.

Proposal form. This should be completed and submitted in electronic form. This will be available on the college’s intranet under the instructor’s portal.

This activity will take place outside the learning environment. Each professor or instructor will complete the proposal form with their activity by the end of the semester for evaluation by the dean.


Attachment F

Lesson Plan Cover Page

Title of the Lesson:

Bloom’s Taxonomy of Cognitive Objectives

Target Population:

Professors/Instructors in a Post-Secondary/Adult Education Environment

Length of Instruction:

4 hours

Textbooks and References

“Writing Instructional Objectives: Beginning with the End in Mind”

Materials Needed:

Pen, paper, graphic organizers

Media Needed: PowerPoint 2007 or compatible version, laptop computer or technology-ready television

Equipment and Tools

Learning Outcomes:

Professors and instructors will integrate the principles of Bloom’s taxonomy in their classroom instruction.

Evaluation Methodologies:

Activity design, submission of final product to department dean, online survey to assess course effectiveness.

Approved by:

Date:


Lesson Plan for Bloom’s Taxonomy of Cognitive Objectives

INSTRUCTIONAL CONTENT

INSTRUCTOR ACTIVITIES(Instructional methods and strategies, questions to prompt students, instructional materials, and media)

STUDENT ACTIVITIES

Based on your understanding of Bloom’s taxonomy, distinguish between lower-level and higher-level thinking skills with 100 % accuracy.

The facilitator will discuss lower-level and higher-level thinking skills by showing a sample pyramid of Bloom’s taxonomy on an overhead transparency. The complete order will be listed on the transparency. The question will be asked “which skills are currently being used in your classrooms? What needs to be done so that the higher-level skills are being used more often?”

Professors and instructors will be asked to complete the graphic organizer (supplied with workshop materials), entitled “Where am I teaching?”Professors and instructors use ten minutes to complete the graphic organizer and, afterward, will volunteer to share responses. The purpose of this activity is to bridge the gap between what they want their learners to learn and what the learners are actually learning. This activity is designed to help professors and instructors see what they can do to improve the learning in their classrooms.

After viewing the presentation “Writing Instructional Objectives: Beginning with the End in Mind,” identify three key verbs for each level (higher-level only) with 100% accuracy.

Before the presentation, the facilitator will render a brief overview of the presentation and the purpose, so that the relevance of the material can be established immediately. Show the presentation, using a laptop computer or a technology-ready television.Post-presentation, ask question: what main points were covered in the slide presentation? How can professors and instructors write better instructional objectives, targeting the higher-level thinking skills? What were the key verbs that were highlighted in the presentation? How can professors and

Another graphic organizer, entitled “Teaching at a higher level,” will focus on the key verbs and how to incorporate them into instruction. The following questions will be listed: What key verbs should I use to signal that I am teaching at a higher level? What can I expect out of my students when I use these verbs?


instructors use them to improve the quality of their instruction?

After discussion on higher-level thinking skills and key verbs, design an activity that emphasizes higher-level thinking skills using the correct key verbs.

The facilitator will sum up what was discussed and learned, and ask professors to think of an activity that is relevant to their course(s) and requires higher-level thinking skills. Each professor or instructor will design an activity (complete with learning objectives) that utilizes higher-ordered thinking skills, using the appropriate verbs.

Professors and instructors will need a pen or pencil and paper to complete this activity. They will design an activity that is appropriate for higher-level thinking skills. This activity should be done collaboratively, as input from other professors and instructors lends balance and perspective to planning.

After designing the activity, compose a proposal for the activity to be included in the course syllabus to be submitted to the dean before the end of the semester.

The facilitator will advise each professor and instructor to continue work on the activity outside the classroom environment. A final proposal for the activity will be due to the dean by the end of the semester.

Proposal forms will be available on the college’s intranet, under the instructor’s portal. The activity that was initially begun in the class should be finalized on the form.


References

Winegarden, B. J. (2003). Writing Instructional Objectives. Retrieved May 19, 2011, from

http://meded.ucsd.edu/faculty/writing_instructional_objectives.pdf.

Writing Learning Objectives (2011). Retrieved May 19, 2011, from

http://www.oucom.ohiou.edu/fd/writingobjectives.pdf.

http://www.oucom.ohiou.edu/fd/writingobjectives.pdf

http://meded.ucsd.edu/faculty/writing_instructional_objectives.pdf